assessment institute august 21 2008

AssessmentAssessment

Middlesex County College

Christine Harrington Ph.D.

August 2008

Assessment- What is it?Assessment- What is it?

Assessment is gathering and using data to improve

student learning.

Integrated and ongoingDriven by faculty in collaboration

with administration

Assessment: It is NOT….Assessment: It is NOT….

Faculty evaluationAbout “proving” what we do is

effectiveUp to one person to decideDesigned to be done and put on a

shelf until Middle States arrives

The Assessment ProcessThe Assessment Process

1. Identify learning outcomes for programs, courses and services.

A learning outcome is a specific statement that clearly identifies what knowledge, skills and attitudes you expect from graduates of your program, students completing your course, or participating in your service.


2. Identify assessment techniques to investigate whether you are accomplishing your learning outcomes.

Whenever possible, use current techniques such as assignments, exams, papers, presentations (these are all direct measures). Rubrics can be very helpful. You can also use indirect methods such as evaluations, surveys, interviews and focus groups.


3. Gather and use the data!

What were the results? How can you use the results to improve student learning? This is the most valuable part of the process. Be sure to document this step so that it can be easily shared with others.

Why Assessment?Why Assessment?

Allows us to look at the big picture. Keeps us focused on what is important to

us- what do we want to accomplish? Guides our decision making- how can we

improve what we do? Useful tool to communicate to others –

students, families, accreditation bodies.

Academic Major Learning OutcomesAcademic Major Learning Outcomes

Goal: Identify approximately 3-5 learning outcomes for each

academic major. Some of you have already accomplished this! The goal

is for these outcomes to be published in the college catalog.

Course Learning OutcomesCourse Learning Outcomes

Goal: Identify approximately 3-5 learning outcomes for each active

course. This will help set the stage for assessment plans.

Learning Outcomes:Learning Outcomes:

Think Product or End Result!

As a result of being in your program or course, what will the student know,

think or do?

Use Action Verbs- Consider Bloom’s Taxonomy

Creating Learning OutcomesCreating Learning Outcomes

Although learning outcomes for programs and courses need to be

individually created for our college, it can be very helpful to look to

discipline specific professional organizations or other colleges for some models to get you started!

Bloom’s taxonomyBloom’s taxonomy(adapted from http://online.fresnocitycollege.edu/senate/curriculum/slo.html@what)(adapted from http://online.fresnocitycollege.edu/senate/curriculum/slo.html@what)

Cognitive Domain- Knowledge:Cite LabelList EnumerateIdentify ImitateMatch NameQuote RecallReproduce StateWrite


Cognitive – ComprehensionConvert DefineDescribe DiscussEstimate ExplainGeneralize IdentifyIllustrate LocateParaphrase RestateSummarize


Cognitive – ApplicationApply ChartCompute DemonstrateDetermine DramatizeEstablish MakeManipulate PrepareProject SolveUse


Cognitive – AnalysisAnalyze CompareContrast CorrelateDiagram DissectDifferentiate DistinguishInfer InvestigateLimit OutlineSeparate


Cognitive- SynthesisAssemble CreateConstruct DesignDevelop FormulateGenerate HypothesizeInitiate InventModify ReframeSynthesize


Cognitive- EvaluationAccess AppraiseConclude CritiqueDecide DefendDiagnose EvaluateJudge JustifyRank RecommendSupport

Sample Learning OutcomesSample Learning Outcomes

BiologyPsychologyDental Hygiene

Note: The following are examples of current learning outcomes and are still a work in progress.

Biology Option Science TransferBiology Option Science Transfer Graduates will demonstrate an understanding of the

biology of plants, animals, and microorganisms with an emphasis on their evolutionary connections.

Graduates will be able to demonstrate use of lab instrumentation to gather and analyze experimental data.

Graduates will demonstrate the process of scientific inquiry; including developing hypotheses, designing experiments, recording data, forming valid conclusions and writing laboratory reports.

Graduates will be able to distinguish science from non-science and be able to evaluate biological research.

Graduates will demonstrate knowledge of the impact of the biological research on society both historically and currently.

BIO 229 Cell BiologyBIO 229 Cell Biology

Describe the interrelationship between structure and function at the cellular and molecular levels.

Demonstrate laboratory skills by use of laboratory instrumentation and experimental techniques.

Demonstrate critical or analytical thinking skills by analyzing and interpreting experimental data.

Apply concepts of cell biology to diseases. Apply the foundations of chemistry, physics

mathematics and technology to cell biology.

Psychology MajorPsychology Major Students will have a strong foundational knowledge in

psychology as evidenced by being able to discuss the key psychological theories, classic research studies, and recent trends in psychology.

Students will be able to apply this foundational knowledge of psychology to problems of daily living.

Students will be able to locate empirical research studies, and will be able to identify and describe the various components of a research study.

Students will engage in critical thinking as evidenced by the ability to evaluate the validity and ethics of research studies and psychological practices.

Students will be able to create written documents using APA style that are clear, well-organized, and grammatically accurate.

PSY 123 Introductory PsychologyPSY 123 Introductory Psychology

Students will be able to discuss key psychological theories and concepts and will be able to summarize the contributions of key psychological figures.

Students will be able to describe the various research methods and apply this knowledge to evaluate psychological research studies.

Students will be able to articulate the importance and value of psychology in today’s world.

Students will be able to create written documents using APA style that are clear, well-organized, and grammatically accurate.

Dental HygieneDental Hygiene

Objective: All National Board content areas will be passed equal to or above the national mean.

Assessment Tool: National Board ExamResults and Use of Data: Pharmacology

content area was less than national average. Moved course earlier in the curriculum

sequence so that students have more experience applying this knowledge in the clinical setting.

Hired more experienced instructor.

Assessment at Middlesex: WebsiteAssessment at Middlesex: Website

Learn Assessment- What is

it? Why Assess? How do we assess?

– Defining Learning Outcomes

– Assessment Methods

– Using Assessment Data

Helpful Information

Share Assessment Templates

– Learning Outcomes Cover Sheet

– Assessment Plan

Program, Course and Service Learning Outcomes

Assessment Plans and Data

Course Mapping

Learning Outcome Template for Learning Outcome Template for Program, Course or ServiceProgram, Course or Service

Learning Outcomes:Upon successful completion of the program/course/service, students will be able to:

1.

2.

3.

4.

5.

Assessment Plan TemplateAssessment Plan Template

Learning Outcome 1 (What do you want students to do, think, or know?)– Simply repeat

outcome listed on outcome template

Assessment Method: How will you find out if you achieved what you wanted to achieve?

Data and Implementation: What did you find out and what will you do with this information?

Course MappingCourse Mapping

Course mapping is a great visual tool to determine if we are adequately addressing our program learning

outcomes in our required courses for the program.

Major: Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5

Required Major Courses

Required MCC Courses

ENG 121

ENG 122

MAT

PED/HED

Social Science

HIS 121

HIS 122

Language

Computer Class

Humanities

Additional Courses

Diversity Elective

Divisional Elective

Key: L = Limited, introduced or briefly addressed M = Moderately addressed H = High, significantly addressed, focus of course

Completed Templates: An ExampleCompleted Templates: An Example

Learning Outcome 1 (What do you want students to do, think, or know?)

1. Recognize and discuss key psychological theories and concepts and will be able to summarize the contributions of key psychological figures.

Assessment Method: How will you find out if you achieved what you wanted to achieve?

1a. Multiple choice questions targeting psychological theories will be embedded into final exams.

1b. A short answer question on psychological theories will be given during final and will be evaluated by a rubric

Data and Implementation: What did you find out and what will you do with this information? Results from selected multiple choice questions (320 students across a variety of sections) indicated that students taking the final exam (it was optional in some classes), were generally not able to identify key components of psychological theories at an acceptable level (48.5% were able to identify a key component of Freud’s psychodynamic theory, 60% Skinner’s behavioral theory, 35% Vygotsky’s developmental sociocultural theory; 16.2% Erikson’s developmental psychosocial theory; and 37.9% were able to identify differences between the key theories). Application of classical and operant conditioning concepts also did not meet expectations (13.7% and 47.2% of students completing the final were able to correctly apply classical conditioning concepts to an example, and 34.4% were able to differentiate between operant conditioning concepts). Students performed best on questions related to memory concepts as evidenced by 64.1% of students responding accurately to a famous study on short term memory and 75.3% of students were able to correctly identify a short term memory strategy. These results will be discussed with faculty members in the department to identify ways to better meet learning outcomes established. Perhaps we will spend time sharing our expertise and effective teaching strategies with one another and adjuncts. We have to meet to finalize the scoring rubric before compiling data from the short answer question.

Local community colleges with learning outcomes listed for programs and/or courses:

Mercer County Community CollegeIn catalog, you’ll find program learning outcomes and some are also

found in course outlines.www.mccc.edu

Brookdale Community CollegeLearning outcomes can be found in the catalog.

www.brookdalecc.eduRaritan Valley Community College

Learning outcomes are listed in the college catalog.www.raritanval.edu

Other websites with useful information on assessmentBridgewater State College

Simple, straightforward information on creating learning outcomes and course mapping.http://www.bridgew.edu/AssessmentGuidebook/chapter4.cfm

Bakersfield CollegeSimple step by step process of creating learning outcomes and the assessment process.

http://online.bakersfieldcollege.edu/courseassessment/Section_3_SLOs/Section3_1.htmFresno City College

Student Learning Outcome handbook- Bloom’s taxonomy clearly demonstrated.http://online.fresnocitycollege.edu/senate/curriculum/slo.html#what

Modesto Junior CollegeClear outline of steps in assessment process.

http://www.mjc.edu/slo/big_picture.htmUniversity of Washington

http://depts.washington.edu/grading/slo/index.htmlNC State University

Very comprehensive website, even a bit overwhelming. As a start, click on Assessment of specific skills or content. Here you will find some information by discipline that may be

helpful. http://www2.acs.ncsu.edu/UPA/assmt/resource.htm#msache

Association of American Colleges and UniversitiesComprehensive website on assessment in higher education.

http://www.aacu.org/resources/assessment/index.cfm

Outcomes and FacultyOutcomes and Faculty

As you know, faculty members are critical in creating outcomes. The

program and course outcomes working documents developed here

will be brought to the faculty for their consideration and input on Faculty Development Day. They can always

be modified as needed.

Importance of Faculty Support: Importance of Faculty Support: What Can I Do?What Can I Do? Model a positive attitude about

assessment Continually emphasize that assessment is

NOT faculty evaluation Keep assessment simple, yet meaningful Keep assessment visible- keep it on the

agenda for department meetings Provide support for assessment whenever

possible

Thank you for your support and hard Thank you for your support and hard work during this assessment work during this assessment

institute!institute!

Next Steps: Faculty Input and Developing Assessment Plans

assessment institute august 21 2008

Economy & Finance

student learning

course learning outcomes

assessment process

blooms taxonomy

assessment techniques

assessment plans

experimental data

use of lab instrumentation